چکیده:
Abstract The present study is an attempt to investigate the relationship between cohesive readability of expository texts and reading comprehension in EFL students with different proficiency levels. One hundred students formed the participant of this study. They were undergraduate students majoring in English at University of Isfahan. To collect the relevant data, participants were divided into three groups of low proficient, intermediate and high proficient based on their scores on an OPT proficiency test. A series of expository reading comprehension tests were prepared and their cohesive readability was measured through related programs. They were divided into two groups of authentic and manipulated texts, with the cohesive readability of manipulated texts reduced. The participants answered the related tests in one session. As a result of data analysis, the findings indicated that manipulation, i.e. cohesive readability reduction has a direct impact on the students' performance in reading expository texts. It was further revealed that text manipulation, i.e. reduction of cohesive readability, was more influential on the intermediate group, i.e. positive relationship between the students’ proficiency level and their reading comprehension of expository texts with different cohesive readability levels.
خلاصه ماشینی:
Cohesive Readability of Expository Texts and Reading Comprehension Performance: Iranian EFL Students of Different Proficiency Levels in Focus Azadeh Moladoost, M.
com Abstract The present study is an attempt to investigate the relationship between cohesive readability of expository texts and reading comprehension in EFL students with different proficiency levels.
In the present study the researcher seeks to investigate the relationship between cohesive readability of expository text and reading comprehension among Iranian university students majoring in English at different proficiency levels.
Considering reading as a crucial source of language input both in academic and non-academic settings, the present study is particularly intended to bring in focus the Iranian EFL learners encountering cohesive readability of expository texts, and its impact on their comprehension at different proficiency levels.
e. there is no significant relationship between cohesive readability of expository texts and Iranian EFL students' reading comprehension, a Paired Samples t test was conducted to analyze the obtained data.
The following hypothesis is going to be tested: H0: µd = 0 H0 or null hypothesis in the present study is that there is no significant relationship between cohesive readability of expository texts and Iranian EFL student’s reading comprehension.
In plain English, when cohesive readability of expository texts is reduced, reading comprehension scores of students who are in intermediate level of language proficiency are reduced more than high proficient and low proficient students.
Second, the results showed that language proficiency and cohesive readability level are significantly related as far as the effect on comprehension of expository texts by EFL university students is considered.